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20 Years as an Instructional Designer

Experiencing eLearning

This month marks 20 years since I started at my first instructional design job. In my research on related careers, I discovered instructional design and started reading everything I could find online. It took me a year of searching to get that job and transition from training to instructional design.

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Writing Process from Brain Dump to Storyboard

Experiencing eLearning

Specifically, she wanted to know how I get from content like a SME “brain dump” to a finalized storyboard that’s ready for elearning development. Sometimes, a SME writes some sort of “brain dump” of what they know and think is important. Last week, an ID asked me about my writing process.

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Best Practices to Ensure Successful Custom e-Learning Development

Infopro Learning

Besides, easy-to-understand language and breaking up the modules into small chapters make it easy to learn the concepts and retain the same in their brains for a long time. It requires flawless instructional design as it’s reliant on curriculum development. Evaluate the course’s effectiveness. Conclusion.

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Cognitive Load Theory: The Key to Smarter Instructional Design

Origin Learning

While solving problems or trying to ‘learn’ new information, the brain copes up in certain ways, which have been studied and theorized by Sweller. ‘Cognitive’ means mental and ‘load’ means burden, so this theory basically studies the mental load that the human brain faces when learning happens. Extraneous.

Cognitive 246
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Can Brain Science Actually Help Make Your Training & Teaching Stick?

Speaker: Andrew Cohen, Founder & CEO of Brainscape

This session, featuring industry visionary Andrew Cohen, Founder & CEO of Brainscape, explores practical ways for educators and instructional designers to impart these essential tactics onto students and trainees through manageable tweaks to curriculum, assessment, and technology.

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How to Learn about Learning Science

Experiencing eLearning

As instructional designers, LXDs, and other L&D professionals, I think it’s important for us to learn how to design more effective learning experiences. But, how do you learn about learning science, especially if you don’t have a graduate degree in instructional design?

Cognitive 603
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BOGEYMEN OF INSTRUCTIONAL DESIGN

Learnnovators

I’ve been an Instructional Designer for many years now. After all, design lives in the space where there is no formulaic answer. And Instructional Designers work with the unknown and the unfamiliar on a daily basis. This is the designer who proposes show-try-test simulations. for soft skills or orientation?

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From Surviving to Thriving: Returning to what science says about how we think, work, and learn

Speaker: Clark Quinn, Ph.D., Author and Executive Director of Quinnovation

The underlying reason is that we’re not well aligned with how our brains really work! In this session, Dr. Clark Quinn, Executive Director of Quinnovation and author of the forthcoming book Learning Science for Instructional Designers and Revolutionize Learning & Development , will lead us through how our brain works.

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Give Your Microlearning Strategy a Makeover

Speaker: Margie Meacham

While microlearning may be a solution, it takes time and resources to rethink instructional design. Microlearning isn’t just a way to design new learning; it can be a way to revitalize existing content too. How microlearning builds engagement and retention in the learner’s brain. You’ll learn….

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Agile Microlearning Explained

Learner engagement and retention doesn’t have to be a mystery. Cognitive science theories already supply the answers. Learn how OttoLearn packages them into a single platform you can use to deliver microlearning based reinforcement training, and go beyond completions to focus on outcomes.